การใช้กระบวนการสร้างสรรค์ศิลปะ ในการเตรียมความพร้อมเข้าสู่อาชีพสำหรับนักเรียนสายตาเลือนรางพิการซ้อน

Abstract

This research is mixed methods research in which the data was collected qualitatively and descriptively. The purpose is to apply the art-making process to pave the career path for students with low vision and multiple disabilities. This case study utilized purposive sampling with four conditions. 1) Being a student with low vision and multiple disabilities at The Northern School for The Blind under patronage of the Queen. 2) Being in the 3rd group of curriculum planning which consists of students with multiple disabilities who cannot study in academic programs. 3) Being capable of and interested in art works. 4) Over 15 years old and about to graduate from school. Based on these conditions, the selected case study is a 20-year-old female student with an ID card for persons with disabilities type 1.2.5 (low vision, hearing impairment, and deaf.) The case study suffers from low vision. Despite that, she can see with the aid of glasses and can communicate with sign language. Additionally, she shows sign of obsessive-compulsive disorder and inflexibility, including doing repeated activities and playing with electrical appliances while also being creative, specializing in a certain skill, like drawing, and communicating her favorite experiences through painting. She can illustrate a story or convey her desire. through drawing are three Tools applied in this research were 1) Curriculum planning consisted of 1.1) individual implementation plans. (IIP) The first plan, “Do you Know Me?”, comprised two activities (basic knowledge about the definition of printing and the characteristics of printing blocks and patterns). The second plan, My Duties, comprised one activity (materials and tools). The third plan, Who I am, what is more than flowers, comprises two activities (creation techniques and procedure). 2) An assessment form to evaluate the preparation to step into the professional world for students with low vision and multiple disabilities. 3) An evaluation form assess for productive artwork of printing on a canvas bag according to the use of art-making process. The lessons were implemented privately according to the plans, each plan was taught six times, and the total lessons were 18 times. The researcher noted down the student’s behavior during activities. Data were analyzed in terms of mode, quality levels, and descriptive analysis. The results revealed that 1) The preparation for the career path of students with low vision and multiple disabilities based on mode and quality levels in terms of 1. insight, 2. working skills: 2.1 the knowledge of materials and tools and 2.2 creation techniques, and 3. pride of the artwork indicate that the mode is at level 3 implying good quality. 2) The artwork on a canvas bag produced by the art-making process showed that 1. creative artwork, 2. artwork based on composition principle, 3. the neatness of the artwork, and 4. attention on the artwork indicate the mode of level 2 implying average quality. For the second criterion which is the artwork based on composition principle in terms of 2.1 procedure, the case study could create the artwork of the first and second patterns correctly based on composition principle, position, colors, shapes, gaps, and harmony. She could use story, colors, shapes, positions, and harmony correctly by herself in every step. The result of the third pattern (the creative artwork of the case study) which was the flower printing based on composition principle showed that the case study implemented artwork by herself. However, the product was imitated from the first and second patterns (assigned by the researcher). It was not produced or adjusted by her own creativity and did not show the outstanding novelty.